Only one moderate correlation was found among cognitive style gap scores and

stress scores in Class D. A correlation was found between efficiency gap and self-

imposed stress (r=-.36, p<.05) indicating an association between higher innovative

efficiency gap and lower self-imposed stress. This correlation was not congruent with

previous research conducted by Kirton (2003) as applied in the context of this study.

 In Class D, only one moderate correlation was found among student scores of

cognitive style and motivation. Specifically, efficiency cognitive style gap was correlated

with extrinsic motivation (r=-.38, p<.05) which provided evidence that larger innovative

efficiency gap was related to lower levels of extrinsic motivation. There were no

significant correlations among cognitive style gap and student engagement in Class D.

 Considering the internal correlations of the SSI, total student stress had very high

correlations with frustrations (r=.84, p<.05), conflicts (r=.74, p<.05), pressures (r=.84,

p<.05), changes (r=.74, p<.05) and self-imposed (r=.76, p<.05). These correlations

indicate that stress constructs were closely associated with the total stress measure.

 In Class D, correlations were found among the stress construct self-imposed and

the motivation constructs self-efficacy and test anxiety. That is self efficacy was

correlated with total stress (r=-.40, p<.05), frustrations (r=-.50, p<.05), conflicts (r=-.33,

p<.05), pressures (r=-.34, p<.05) and changes (r=-.30, p<.05); all indicating that increase

in self-efficacy scores was associated with a decrease of stress scores in these students.

Test anxiety was moderately to substantially related to stress as this construct correlated

with total stress (r=.64, p<.05), frustrations (r=.52, p<.05), conflicts (r=.46, p<.05),

pressures (r=.59, p<.05), changes (r=.50, p<.05) and self-imposed stress (r=.44, p<.05).

All of the correlations between the test anxiety construct and stress scores suggest an